Building New Literacies of Indigenous Youth and their Parents and Teachers: A Research-community Extension Project
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
The indigenous Mamanwa community in San Francisco, Surigao del Norte, Philippines had been part of a decade-long Adopt-A-Barangay Program of Surigao State College of Technology (SSCT) in Surigao City. However, when the COVID-19 pandemic came, schools were shut down and their youth had to learn via remote learning amid limited resources and unfamiliarity of the learning delivery modality. This research-community extension project was designed to provide guidance to the Mamanwa youth by training them, including their parents and teachers, on new 21st Century literacies to better handle the shift to remote learning. Inspired by the bioecological model, a qualitative needs assessment research, which involved a conduct of five separate focus group discussions, identified eight targets for new literacies instruction, namely global awareness to develop deeper appreciation of education, collaboration skills to foster strong teacher-parent alliance, communication skills for parents to become effective co-teachers, innovative skills for teachers to sustain motivation of the indigenous youth learners, financial literacy for parents to better manage their resources, ICT literacy and media literacies, information literacy, and health literacy for Mamanwa youth and their parents. The new literacies instruction comprised of a series of workshops that were facilitated by SSCT faculty-extensionists, in cooperation with the local government of the Municipality of San Francisco and the school administration of Balite National High School. Evaluation data collected after the workshops indicated positive impressions and promising immediate outcomes on the part of the participants.
Keywords: New Literacy Skills, Indigenous Peoples, Academic Engagement
References
Aguilera-Hermida, A. P. (2020). College Students’ Use and Acceptance of Emergency Online Learning Due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011
Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16
Balacuit, C. V., Jr., Quezada, E. O., Abay-abay, J. L., Caluban, J. R., Cedron, L. P., Corvera, L. A., … Portillo, G. A. (2018). Livelihood and Training needs of Mamanwa Tribe. International Journal of Current Research, 10(9), 73958–73964. https://doi.org/10.24941/ijcr.32425.09.2018
Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., … Reyes, J. C. B. (2021). Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. Medical Science Educator, 31(2), 615–626. https://doi.org/10.1007/s40670-021-01231-z
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture Reconceptualized in Developmental Perspective: A Bioecological Model. Psychological Review, 101(4), 568–586. Retrieved from https://www.imprs-life.mpg.de/27210/22_bronfenbrenner_ceci.pdf
Burton, E. M. (2003, May 5). The Quest of the Indigenous Communities in Mindanao, Philippines: Rights to Ancestral Domain. In Commission on Human Rights Sub-Commission on Promotion and Protection of Human Rights Working Group on Minorities Ninth Session, Cagayan de Oro City, Philippines, 12-16 May 2003. Geneva: United Nations.
Dunham, N. (2012). A Date with Academic Literacies: Using Brief Conversation to Facilitate Student Engagement with Academic Literacies. US-China Education Review, B7, 682-688. Retrieved from https://files.eric.ed.gov/fulltext/ED535493.pdf
Erlingsson, C., & Brysiewicz, P. (2017). A Hands-on Guide to Doing Content Analysis. African Journal of Emergency Medicine, 7(3), 93–99. https://doi.org/10.1016/j.afjem.2017.08.001
Feldwisch, R. P., Coker, K. L., Stuckey, S. M., Rittenhouse, A. A., Kite, K. K., & Smith, J. S. (2014). The Impact of an Arts-integrated Curriculum on Student Literacy and Engagement. International Journal of Literacy, Culture, and Language Education, 3, 95–111. https://doi.org/10.14434/ijlcle.v3i0.26910
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and Remote Learning: Experiences of Parents with Children during the Pandemic. American Journal of Qualitative Research, 4(3), 45-65. https://doi.org/10.29333/ajqr/8471
Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A Multilingual and Multimodal Approach to Literacy Teaching and Learning in Urban Education: A Collaborative Inquiry Project in an Inner City Elementary School. Frontiers in Psychology, 5, 1-10. https://doi.org/10.3389/fpsyg.2014.00533
P21. (2009). P21 Framework Definitions. In the Partnership for 21st Century Skills. Retrieved from https://files.eric.ed.gov/fulltext/ED519462.pdf
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
Schlupp, A. M. (2015). The Effect of New Literacies and Technology on Student Engagement and Transforming the Literacy Block (Master’s thesis). Rowan University, New Jersey. Retrieved from https://rdw.rowan.edu/cgi/viewcontent.cgi?article=1588&context=etd
Taylor, L., & Parsons, J. (2011). Improving Student Engagement. Current Issues in Education, 14(1), 1-32. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/745/162
Tomaquin, R. D. (2013). Indigenous Religion, Institutions, and Rituals of the Mamanwas of Caraga Region, Philippines. Asian Journal of Social Sciences, Arts and Humanities, 1(1), 18-36.